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| Fuson, Karen C. | 3 |
| Kwon, Youngshim | 1 |
| Willis, Gordon B. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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| South Korea | 1 |
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Peer reviewedFuson, Karen C.; And Others – Cognition and Instruction, 1996
Analyzed conceptual and linguistic complexities of matching situation word problems. Found a four-level progression in conceptualizing and solving these problems: Relational ("who had more/less" but not "how much more/less"); Language Cue (equalizing or compare language); Understand Matching Situations (difference between two…
Descriptors: Addition, Cognitive Processes, Concept Formation, Elementary School Students
Peer reviewedWillis, Gordon B.; Fuson, Karen C. – Journal of Educational Psychology, 1988
Two classes of second graders (24 high and 19 average math ability students) were taught to use differing schematic drawings to represent differing categories of addition and subtraction word problems. Results indicate that American textbooks could include many more difficult word problems than is currently the case. (TJH)
Descriptors: Addition, Difficulty Level, Elementary School Mathematics, Elementary School Students
Peer reviewedFuson, Karen C.; Kwon, Youngshim – Journal for Research in Mathematics Education, 1992
Thirty-six Korean first graders were interviewed to study their ability solving addition problems with sums of 10, single-digit sums between 10 and 18, and subtraction problems with minuends between 10 and 18. Finger methods to show sums over 10 and the regular named-10 Korean number words supported their learning of 3 efficient recomposition…
Descriptors: Addition, Concept Formation, Cultural Context, Cultural Influences
